Author Archives: cwejr

Goal 4 – Fostering Family Engagement

To provide a school culture that welcomes and fosters parent/family engagement in their child’s education

Work to increase partnership with school and family
  • Parent forums
  • Staff discussions
Promote and offer parent and family nights
  • BBQ in September, 2 Parent-teacher evenings, concerts, PAC events, movie nights
  • Parent forums twice per year
  • Parent -Teacher Learning nights (ie. Assessment, Technology)
Continue to develop more efficient parent communication
  • Teacher email, blogs, websites, Facebook page, Social Bookmarking, PAC Board
  • Parents provided with online outline or year plan
  • Encourage the continued development and use of school website
Increase to 75% of parents on email list
Invite individual First Nation parents to attend informal (small group) meetings/gathering to discuss Kent School
  • Travel to Seabird and Chehalis 2 times per year for FN Parent Group meeting
Encourage positive contact with parents
Work WITH parents around defining parental support
  • What can effective parental support look like?

GOAL 3 – Developing Confident Learners

To work to ensure that each student believes that he/she is a confident learner.

Continue staff/parent discussion around Assessment For Learning
  • continue to move from a focus on grades, marks to a focus on providing descriptive feedback
  • including students in process of assessment (self, peer, development of criteria and learning outcomes)
  • Parent forum, staff meeting discussion, professional development
Growth Mindset – students understand that their intelligence/ability is not fixed and that we are all learners.
Encourage risk-taking in our students so they understand that making mistakes is actually part of the learning process
Continue to work toward a culture in which “students know what to do when they don’t know what to do”
  • help to create a culture of learning and problem solving
Students are aware of their strengths and are provided with the opportunity to use them in school
Identity/Strengths Posters, students bring in their strengths to their learning through options for learning activities
Continue to work within our Enhancement Agreement to best support our Aboriginal students
Continue to work with teacher-librarian to evolve role to encourage project-based learning and educational technology.

GOAL 2 – Recognizing Strengths/Interests

To provide a school culture that recognizes and nurtures the strengths and interests of each child

  • Continue to offer the CHOICES program
    • 3 6-week sessions per year
  • Celebrating Our Strengths assemblies – monthly and year-end
    • EVERY child is recognized at one point during the year
    • Invite parents to assemblies for 2011-2012
    • Students to complete their own strength posters for display in hall
  • Grade 6 Honouring Ceremony
    • teacher speaks about 3 strengths and/or interests of each grade 6 child.
    • Students encouraged to self-identify their strengths.
    • Parents invited to semi-formal school-leaving ceremony
  • Continue local First Nation Honouring Ceremonies
    • Grade K/1/2, 3/4, 5/6 – each student recognized for their strengths
    • parents/families invited for lunch and ceremony
  • School-wide Identity Day every 1-2 years
    • Identity posters, crests
  • Teachers encourage students to bring their strengths into their learning
    • Physically, emotionally, socially, &/or academically
    • Strength/interest inventory of students at start of year
  • Continue to encourage participation in extra-curricular
    • Knitting, First Nation Drumming and Singing, Choir, Athletics, Dance
  • Student Leadership
    • CHOICES, First Nation Drumming, student voice
    • Student mentors, buddies, classroom support
    • Student primary supervisors
    • Student-led activities

GOAL 1 – Mastering Basic Skills

To work to ensure that each student masters the basic skills of numeracy and literacy.

70% of students will be fully meeting expectations in reading, writing, and numeracy at grades 5, and 6 by June, 2012 (use cohort data to show growth)

  • DART* (District Assessment Reading Tool) assessment tool (“fully meeting”), DERAIT (primary reading assessment tool)
  • Vancouver IslandNet DMA (District Math Assessment) assessment tool (“fully meeting”)
  • Report Card Data (C+ or higher) based on BC Performance Standards for Reading, Writing, Numeracy/Math
  • Students will be provided with options on ways to demonstrate their learning (ie. verbal assessment)
  • Increase to 75% in 2012-13
  • Challenge those students who are ‘fully meeting’ (ie. Project Based Learning)
  • Students not yet meeting expectations in all grades, reading will be provided with extra periods of reading intervention
  • Students not yet meeting in writing and numeracy will be provided with extra learning assistance support
  • Continue to work to create a culture of literacy at our school
  • Culturally relevant books available to all students (ie. boys, First Nation literature, etc)
  • Comfortable reading spaces
  • Library accessible at times outside library periods
  • Buddy reading; early morning reading

*please click on hyperlinked words for more info

Focusing on the Strengths of Our Students: 2012 School Growth Plan

Kent School’s Vision Statement:

For each student in our school to master basic skills, recognize and develop his/her strengths and interests and to become a confident learner.

Kent School’s goals (for more info including SMART sub-goals, please click on the links):

  1. To work to ensure each student masters basic skills of numeracy & literacy.
  2. To provide a school culture that recognizes and nurtures the strength of each child.
  3. To work to ensure that each student believes he/she is a capable, confident learner.
  4. To provide a culture that welcomes & fosters parent/family engagement in their child’s education.

For a summary sheet of the vision statement, goals, and subgoals, please click here.

Some quotes that inspired this plan:

“Students, like the rest of us, are unique in their experiences, perceptions, drives, and capacities.  This means that students should approach learning in an equally unique way that enables each of them to make the best use of his or her nature, strengths, and accumulating competence.”                — Maurice Gibbons

Most schools only see those students with exceptional academic, athletic, and artistic abilities as being deserving of the opportunity to develop their talents. Students with gifts in areas other than these typically are relegated to the world of the normal and mediocre: their wishes to have special considerations so that they may pursue their unique gifts (whether it be auto mechanics, the ability to nurture, or a fascination with nature) are seen as self-indulgent fantasies.  Consequently, it is only a few privileged students who are granted the luxury to work and concentrate in areas in which they naturally excel.       — Norman Kunc

“We don’t know who we can be until we know what we can do”   — Sir Ken Robinson